District Literacy Plan

In Naugatuck, we believe that the path to our vision of the graduate begins with our youngest students and our collective ability to ensure that all students read proficiently by the end of 2nd grade.  

Each and every primary teacher in NPS, will be equipped with resources, tools, and pedagogical know-how to provide all students with a structured literacy approach based on the Science of Reading, responsive to individual needs, in a culture and climate of high expectations and care, enabling all students to pursue the NPS Vision of the Graduate (VoG).

Definition of the Science of Reading

Citation - “The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties” (The Defining Movement Coalition, 2022, p. 6).

The Guiding Principles for Literacy and Learning guide the implementation of the District’s Literacy Vision. To achieve this vision, the following conditions must be in place for all learners:

1. Access and Opportunity for All - Every student must have equitable access to high-quality literacy instruction, diverse texts, and learning experiences that reflect and honor their identities, cultures, and languages. We believe literacy is a fundamental right and a powerful tool for equity, agency, and empowerment.
2. Assessment - Literacy assessments must be purposeful, comprehensive, and ongoing. Assessment should inform instruction, support student growth, and reflect multiple measures of learning, including formative, diagnostic, and summative tools. Assessment practices must be culturally responsive and used to promote—not limit—student potential.
3. Multi-tiered Systems of Support - A responsive and inclusive MTSS framework ensures all students receive the support they need to grow as readers, writers, and thinkers. Evidence-based interventions, universal screening, and data-driven decisions are foundational to ensuring timely and effective support at all levels of need.
4. Meeting and Exceeding High Expectations - All learners are capable of achieving high standards with the appropriate support. Instruction must be rigorous, engaging, and grounded in the science of reading and culturally responsive practices. We commit to fostering a culture of high expectations where every student is challenged and supported to reach their full literacy potential.

The Naugatuck Public Schools District Literacy Plan represents a unified vision and a steadfast commitment to ensuring that every child becomes a proficient reader by the end of grade 2 and is prepared to thrive in a complex, dynamic world. Grounded in the science of reading and guided by equity, rigor, and responsive instruction, this plan unites our community in purpose and practice. By aligning our efforts, embracing innovation, and investing in our educators and students, we lay the foundation for lifelong learning, empowered citizenship, and achievement of our Vision of the Graduate. Together, we will ensure that literacy is not just taught, but lived—opening doors, expanding horizons, and transforming futures for all Naugatuck learners.

The Naugatuck Public Schools District Literacy Plan aligns directly with the 14 elements of the Connecticut Literacy Systems Framework: Effective Reading Instruction.